Becoming neurodiversity-capable will support your learner success approach

Fundamental to the Tertiary Education Commission’s (TEC's) Ōritetanga learner success approach is understanding all learners and their needs and aspirations.

These resources can be used alongside the Kia Ōrite Toolkit and are a vital resource for tertiary education organisations (TEOs) developing a Disability Action Plan. Together these will help TEOs to redesign their businesses with learners at the centre.

Ōritetanga – tertiary success for everyone

Kia Ōrite Toolkit

Disability Action Plans

Resources and tools to help meet the needs of learners with dyspraxia/DCD/neurodiversity

The TEC is committed to actively supporting TEOs to deliver quality education and training to learners with dyspraxia/DCD and other neurodiverse conditions.

We have pulled together resources from New Zealand, Australia and the rest of the world to assist you to provide inclusive education to those learners. 

Please note: We have gathered these resources from a wide range of sources. Neurodiversity is an evolving field. We have made every effort to ensure that all sources are reputable. However, their inclusion does not indicate endorsement by the TEC.

More information and resources will be added over time.

What is developmental dyspraxia/developmental coordination disorder?

Developmental coordination disorder (DCD), also known as developmental dyspraxia in Aotearoa New Zealand, is a neurodivergent condition affecting fine and/or gross motor coordination in children and adults.

Dyspraxia/DCD is distinct from other motor disorders such as cerebral palsy and stroke. The range of intellectual ability of people with dyspraxia/DCD is similar to the general population. Dyspraxia/DCD persists into adulthood, but the negative impacts can be minimised with effective strategies and support.

Individuals may vary widely in how their difficulties present. This may change over time depending on environmental demands (eg, starting off in tertiary education or training; examination times; the type of course they are taking; the demands of that course; the type of assignments given) and life experiences.

Difficulties in tertiary education or training

In tertiary education or training, people may have difficulties with:

• learning a new skill, which may take longer than for others. The student may not want to ask for help because of past experiences. They may work more slowly and struggle to meet deadlines
• recording notes in lectures – it may be difficult to handwrite fast and legibly
• organising themselves and their work, including prioritising work, attending lectures on time and filing notes
• time – the student may have difficulty judging how much time it takes to do a task, time passing, or what time to meet someone
• multi-tasking
• planning and writing assignments – sorting out key information from notes, and proofing and checking work
• specific work that requires fine motor coordination, eg, lab work, mechanics, cooking
• less confidence mixing with other students and being more socially isolated
• lack of clarity of speech, or slowness in answering questions
• lack of experience, confidence or skill working in groups and recognising group dynamics
• awareness of surroundings, eg, living with others and recognising what chores need doing
• anxiety and depression – this is more common than in the general student population and may have been present from a young age. It may be worse at times of stress such as moving to further or higher education, or at examination times
• variable performance – students often describe having ‘good and bad days’ and can also feel very tired
• increased sensitivity to some sounds, smells, touch etc.

All of these challenges can be supported in a learning environment, by working with learner support teams to find the right accommodations and assistive supports for each learner.

For more information see Dyspraxia (DCD) in further and higher education – Dyspraxia Foundation